Medicine Walk: Time Out of Time

What makes for a great storyteller? What makes us listen? What can stories reveal about ourselves and others that allow connection and understanding? Richard Wagamese’s novel Medicine Walk explores these questions through the quasi-quest, quasi-bildungsroman narrative of Franklin Starlight. As Franklin accepts the task of helping his estranged father, Eldon, to his death, he also accepts the role of listener. Just as readers assume this position each time they open a new book, Franklin is unsure what to expect, but committed to the hearing.

This metafictional thread is softly woven, but bears consideration: what do we, as readers, assume (both in the sense of ‘to take on’ and ‘suppose to be the case’) when we begin reading? Genre, narrative point of view, diction and phrasing, author biography and context give us the rudimentary tools in the early pages of a story to position ourselves, to ease into a work and find where we sit vis a vis the story we’re hearing (nevermind that our particular readerly moment is one where books come laden with existing expectations – and reviews like these). Whether a story adheres to or troubles these expectations, and whether our expectations predetermine and limit what we’ll read/hear gets played out as Franklin grapples with reframing his feelings about his father and whether and how much he will accept the stories as true or sufficient recompense. These questions get echoed in Franklin’s confrontation with his own expectations of his father and of his own and Eldon’s separate and twinned identities and histories.

It’s an unusual (narrative) relationship. Eldon, an alcoholic and absentee parent, brings his story to Franklin with the ostensible purpose of telling Franklin about his birth, name, and family, but with the attendant – and mutually recognized – hope of earning, through the telling, Franklin’s forgiveness and some kind of reconciliation. The novel, in its exploration of this relationship, brings forward questions of what can be forgiven, what forgiveness entails, what we owe ourselves and our broadly understood family. Whether knowing the cause of an unforgiveable act, whether recognizing the cause as societal or historic or simply not our fault, can lessen the violence of the unforgiveable.

It also exposes the deeply moving selflessness of love, while still worrying about the difference between selflessness and selfishness. It explores the contours of this division in the character of Bucky in one of the more surprising and rich representations of humility and grace I’ve read in recent memory. He is a complex, if oddly unexamined, character in the book. Complex I suppose in that he performs key plot functions and occupies a layered character position; unexamined in these sense that his thoughts and reactions are obscured to us, accessed only in brief dialogue. Still, a poignant character.

One element of the novel that bothered me – at least for the first half – was that I couldn’t seem to place it in time or place. There were references to wars – World War II and Korea – that let me loosely place it but in an ahistorical (or perhaps extra-historical) way; and (stunning and beautiful) descriptions of place that left no doubt of a fully realized setting – just no setting with a corresponding place in reality that I could quickly identify. But as I latched on to the themes of storytelling I recognized that my desire to pin this narrative down in time and place was to try and evacuate it of its catholic impulse. This story of guilt, mortality, paternity, loyalty and love should, and does, move us regardless of place or time.

Which is not to say it isn’t also particular. It is a story of domestic violence, of poverty and of colonialism while also being a story of one boy making sense of who his father is, his (a)filial responsibilities and his capacity for forgiveness. I’d suggest it is also a book for readers of all stories to think about the responsibilities of listening and our capacity to be moved and changed by what we hear. It is certainly a book you ought to read; a story you ought to attend to.

 

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Filed under Canadian Literature, Fiction

Us Conductors: Beautiful writing, extraordinary narration

You will want to read Sean Michaels’ *Us Conductors* as soon as you can (in April of 2014) both because it is a brilliant novel and because everyone will be talking about it and you’re going to want to be hip and have already read the latest ‘hot’ book. Continue reading

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Filed under Canadian Literature, Erin's Favourite Books, Fiction, Giller prize, Historical Fiction, Prize Winner

Quiet – The Power of Introverts in a World that Can’t Stop Talking: Am I an Introvert?

My physiotherapist – an introvert – recommended this book to me. I see her twice a week (mostly) and I love her, so I took on reading non-fiction (gross) so that I could tell her about what I thought in one of our many sessions attempting to fix my [unfixable?] feet. This desire to talk-books is, most often, why I read books recommended: I want to read the thing that is important to the people I care about so that I can share it with them, talk to them about it, compare notes. (The exceptions, of course, are when N. or my mum recommend books. I trust their judgement implicitly. Though I’m stumbling my way through Gravity’s Rainbow right now in ways that make me think N. might be wrong for the first time ever. I suspend judgement.).

Right. Enough on books recommended (though  I do extend the offer again to tell me what I should read and why) and more on Susan Cain’s Quiet: The Power of Introverts in a World that Can’t Stop Talking. I was telling my friend M. that I was reading Cain’s book and that on reading it I’d come to think that I might be an introvert. She laughed at me and told me that anyone who reads as much as I do has to be an introvert. Having finished the book I’m not more certain of “what” I am, though more sure of the circumstances that make me more and less likely to behave as if I am an introvert. Certainly more ideas about how I might approach the idea of introverts in my classrooms (more on that in a minute).

What I liked about Cain’s book is the way she allows that people cannot be reduced to a personality trait. That in particular situations we can behave and act in whatever way the context requires. We might just have a preference or an inclination one way or another. The idea of how introverts and extroverts gain energy – time alone and time with others, respectively – also resonated. Her message that our cultural preference for extroverts has reduced introverted behaviours to shameful or apologetic activities also appealed to me on an instinctual level “you’re right! I shouldn’t have to feel guilty for wanting to stay home and read in the tub on a Friday night!” Though I’m suspicious of the science – or at least her presentation of the science – which was as more anecdotal than it was peer reviewed.

But here’s the thing with such books – people read them (and boy are they reading this one) because it explains something people feel. There’s a difference among people – the people person, the shy one, the whatever – and that such an argument presents a comforting explanation for when things don’t go the way we wanted or anticipated “well of course she didn’t hire me, I’m an introvert.” These sort of pat assurances reduce our sense of ourselves to a predetermined or unimpeachable excuse. Cain does make useful distinctions among introvert, shy and sensitive that were refreshing and nuanced. She, too, takes care to argue that being an introvert provides great benefit. But I’m wary of the explanatory power of such books. That students – or others – will explain away their behaviour – of their lack of acting – because “I’m an introvert.” Like learning styles (no actual evidence for learning styles, btw) the idea of introvert-extrovert can be taken to an extreme where it forgets that there are circumstances wherein reflection is required – and everyone should learn how to do it – just as there are circumstances where being engaged with other people (ew) is required – and everyone should learn how to do it.

All this to say the book was helpful in making sense of some of my partner, S. (an clear Cain introvert)’s behaviours. Just as it was helpful in thinking about incorporating more taught-reflection and taught-introspection into my classes. I’m just wary of grand declarations of who we are that explain away behaviour that really does deserve – an introverted! – consideration.

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Eleanor and Park: Why did I like it so much?

In contrast to my experience reading Vernon God Little, here’s my post about Eleanor and Park that has been languishing as a draft (no memory or writing this! evidence that it’s important for me to blog or else I’ll forget it all!)

If novels are supposed to connect us to stories outside and beyond ourselves, they are also supposed to help us illuminate truths about our own experience that we might not properly understand (or have allowed ourselves to think too much about). Rainbow Rowell’s Eleanor and Park did the latter for me. Even while the novel details experiences I definitely did not have — falling/being in love as a teenager, listening to and appreciating music (I do have a distinct memory of being in grade eight and willing myself to listen to the radio thinking that I’d fit in better if I could sing ‘Barbie Girl’ with the rest of the girls in my class), growing up in an abusive household — its exploration of what it is and feels like to doubt yourself, to doubt your worth/love-ability resonated across both characters.

And… that’s where the draft ends. So… in one of the less-awesome posts I’ve ever written (and about one of the more-awesome books I’ve ever read) I’ll leave it at this. With opportunity to revise if I ever manage to get my little book club together (this is meant to be our first book).

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Filed under Fiction, Prize Winner, Young Adult Fiction